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Description
When the Individuals with Disabilities Education Act was passed in 1990, it added to the strides made to improve access, opportunities and conditions for students with disabilities by focusing more on individualized education. Hear from experts on how the global pandemic has affected education for this population, challenges that remain, and whether flexibilities within IDEA could be considered as schools change the way they operate.
Speakers:
Austin Reid, NCSL
John Eisenberg, National Association of State Directors of Special Education
Lindsay Jones, National Center for Learning Disabilities
A
Hello
and
welcome
my
name
is
austin
reed
and
I'm
the
education
committee
director
for
the
national
conference
of
state
legislatures.
We
are
so
glad
you've
taken
the
time
out
of
your
day
to
join
us
here.
We
have
a
very
timely
and
insightful
discussion
on
the
individuals
with
disabilities
education
act
prepared
for
you
today.
This
is
the
third
of
five
webinars
ncsl
is
hosting
this
week
celebrating
the
30th
anniversary
of
the
americans
with
disabilities
act.
A
I
also
encourage
you
to
check
out
the
latest
episode
of
ncsl's
podcast,
our
american
states,
where
former
u.s
senator
tom
harkin
tells
the
story
of
how
the
ada
made
it
to
the
president's
desk
when
we
first
started
planning
today's
events.
We
intended
this
to
be
a
celebration
and
examination
of
ida's,
important
history
and
during
which
we
discuss
current
issues
and
anticipate.
What's
next
for
the
law,
should
it
be
reauthorized
by
congress,
but
we
still
plan
to
address
this
but
recognize
that
the
extent
to
which
schools
are
open.
A
This
fall
is
the
biggest
question
facing
the
american
education
system.
School
reopening
will
profoundly
affect
students
with
disabilities,
and
we
know
that
you
all
have
many
outstanding
questions
on
this
matter.
So
for
our
conversation
today,
we
intend
to
spend
a
great
deal
of
time
talking
about
how
the
pandemic
has
affected
special
education
and
the
implementation
of
idea.
A
But
before
we
start,
I
have
a
couple
housekeeping
notes
to
help
you
make
the
most
of
this
virtual
experience.
We
have
an
audience
chat
box
that
you're
encouraged
to
use,
and
we've
set
aside
time
later
in
the
webinar
to
respond
to
audience
questions.
Additionally,
a
video
recording
of
this
event
will
be
made
available
on
ncsl's
website
as
soon
as
it
is
available
to
us.
A
A
In
that
role,
she
designed
and
implemented
ncld's
legislative
strategy
in
washington
dc
before
joining
ncld
lindsay
was
the
senior
director
for
policy
and
advocacy
for
the
council
for
exceptional
children,
where
she
led
their
federal
legislative
advocacy
and
worked
with
dedicated
educator
advocates
across
the
country
prior
to
her
national
policy
work.
She
was
a
partner
with
the
law
firm
of
gus
rosenfeld
in
phoenix
as
a
practicing
attorney.
She
advised
schools
and
families
on
special
education,
compliance
and
litigation.
A
She's
admitted
and
has
litigated
before
the
u.s
supreme
court,
the
ninth
circuit
court
of
appeals
and
the
federal
courts
and
state
administrative
courts
in
arizona
lindsay,
earned
her
undergraduate
and
law
degrees
from
the
university
of
arizona
and
has
a
master's
degree
in
latin
american
studies
from
the
university
of
new
mexico.
She
lives
in
virginia
with
her
husband
and
son
who
attends
public
schools
lindsay.
We
are
honored
that
you've
joined
us
today.
Welcome.
Could
you
briefly
describe
the
work
of
ncld.
B
Sure,
thank
you
so
much
for
having
me.
I'm
really
excited
to
be
here
with
my
good
friend
john,
always
great,
to
be
able
to
talk
together
about
this
issue,
all
the
issues.
So
since
1977
ncld
has
represented
parents,
families,
individuals
with
learning
disabilities
and
attention
issues,
we
do
that
in
three
primary
ways:
policy
and
advocacy
work,
a
young
adult
leadership
program
and
research
and
innovation
to
really
support
the
field
and
help
us
all
understand,
learning
disabilities
and
attention
issues
more.
So
I'm
excited
to
be
here
today,
thanks
for
having
me.
A
Before
this
role,
mr
eisenberg
worked
in
the
office
of
special
education
and
student
services
at
the
virginia
department
of
education
for
over
15
years,
seven
of
those
he
spent
as
the
state
director
of
special
education
throughout
his
career
in
special
education.
He
worked
in
a
variety
of
other
roles,
including
the
director
of
the
virginia
deaf
blind
project,
technical
assistance,
specialist
with
the
national
technical
assistance
consortium
for
deaf-blindness
and
as
a
classroom
teacher
for
students
with
developmental
disabilities
and
deafblindness.
A
Mr
eisenberg
earned
his
med
and
severe
disabilities
from
hunter
college
at
the
city
university
of
new
york
and
his
ba
from
the
new
york
university
he's
also
a
proud
graduate
of
the
virginia
lend
program
for
virginia
commonwealth
university.
He
comes
from
a
family
of
teachers
and
special
educators
and
is
very
passionate
about
improving
educational
outcomes
of
children
and
families
across
the
united
states.
John.
Thank
you.
So
much
for
joining
us
today
and
welcome.
Could
you
briefly
describe
the
work
that
you
do
for
the
national
association
of
state
directors
of
special
education.
C
Absolutely
thank
you,
austin,
and
it's
a
pleasure
to
be
here
and
pleasure
to
be
with
my
good
friend,
lindsey
and
I'm
here
to
represent
the
national
association
of
state
directors
of
special
education
and
believe
it
or
not.
We
started
in
1938
where
four
folks
who
were
in
education
departments,
started
to
talk
about
individuals
with
disabilities.
C
They
got
together
and
formed
this
organization
and
almost
90
years
later
here
we
are.
Our
organization
represents
all
the
state
directors
of
special
education
and
all
the
state
departments
of
education
and
all
the
u.s
territories,
the
u.s
states
and
territories,
and
we
also
help
represent
their
staff
and
we
do
a
variety
of
things
from
provide
them.
Technical
assistance
and
training
to
increase
their
capacity,
and
we
do
a
lot
of
work
and
advocacy
on
the
hill
to
really
promote
positive
outcomes
for
students
with
disabilities.
A
A
So
to
give
you
a
quick
overview
of
our
discussion
today,
our
first
three
questions
will
address
ida's
history
and
its
accomplishments
and
then
we're
going
to
transition
to
how
the
school
closures
in
the
spring
semester
affected
students
with
disabilities
and
then
have
a
conversation
about
how
schools
can
best
serve
these
students.
This
fall.
We
have
clearly
a
lot
to
discuss
today,
so
let's
go
ahead
and
get
started
as
we
commemorate
ida's
45th
anniversary
john.
What
do
you
think
are
the
most
significant
achievements
of
this
law.
C
Well,
I
I
would
say,
there's
probably
about
six
big
buckets.
That
I
would
say,
first
and
foremost
is.
It
is
the
law
that
created
disability,
civil
rights
for
students
and
public
schools,
and
it
is
just
it
has
been
the
cornerstone
of
my
work,
but
it
really
helped
create
dignity
and
value
for
persons
with
disabilities
who
wanted
to
attend
public
schools.
It
allowed
individuals
to
have
self-advocacy
it
really
transformed
for
the
first
time
how
we
were
going
to
teach
and
where
we
were
going
to
teach
students
with
disabilities.
C
C
C
It's
also
really
helped
create
a
close
relationship
between
local
schools,
the
states
and
the
federal
government
with
parents.
We
created
lots
of
parent
training,
has
parent
choice
and
input,
and
it
allowed
parents
to
have
advocacy
really
for
the
first
time
in
public
education,
for
individuals
with
disabilities.
C
Ida
also
helped,
at
least
from
our
perspective,
create
a
whole
set
of
research
opportunities.
It's
created
a
whole
series
of
literature
and
training
on
what
works
and
what
doesn't
for
students
with
disabilities.
It's
taught
us
how
to
teach.
It's
created
new
professions
like
applied,
behavior
analysis.
C
It's
created
the
whole
new
profession
of
special
education
teachers.
It
helped
us
create
better
ways
of
treating
mental
and
medical
and
instructional
needs
of
kids,
and
one
of
the
more
important
things
that
I'm
passionate
about
is
creating
technologies
to
allow
our
students
to
access
the
regular
education
curriculum.
So
those
are
what
I
think,
from
my
perspective,
seemed
to
have
been
the
most
significant
achievements,
but
really
the
most
important
was
disability,
civil
rights
and
creating
a
life
like
ours.
For
our
kids.
A
B
B
In
several
states
it
was
illegal
for
special
education
for
kids
with
disabilities
to
attend
public
school,
so
state
laws
were
challenged
by
parents
and
educators
and
others,
and
ultimately
the
supreme
court
ruled
that
all
children
could
be
educated
in
public
schools,
and
then
that
was
the
birth
of
idea,
so
it
really
focused
initially
on
access
and
as
john
described
over
the
years,
access
has
meant.
How
do
we
ensure
our
students
really
achieve
better
outcomes
in
all
of
those
areas?
So
there
have
been
many
many
changes.
B
B
It's
really
over
time
we've
been
able
to
see
who
is
a
part
of
our
special
education
population,
and
what
we
see
is
that
in
certain
areas
there
are
much
there
are
numbers
of
students
who
are
black
or
latinx
who
are
identified
at
higher
rates
than
white
students,
they're
also
disciplined
at
much
higher
rates
than
white
students
and
there's
no
innate
reason
for
that
to
be
happening.
The
system
is
causing
it.
B
B
Idea
has
a
very
robust
program
that
we
call
by
the
exciting
title,
part
c:
it's
our
early
intervention
program.
It
starts
we're
very
young
for
a
little
little
children
right,
it's
so
id
is
covering
babies
like
first
born
all
the
way
through
the
end
of
their
high
school
education,
and
that
program
has
is
one
place.
A
And
john,
you
alluded
to
this
a
second
ago
we're
about
to
talk
about
the
principle
of
inclusion.
You
said
same
buildings
same
classrooms,
and
this
principle
of
inclusion
is
considered
canon
in
special
education
and
it
can
be
summed
up,
as
you
put
it
or
in
other
ways
that
a
child
should
attend
the
school
they
would
attend
if
they
were
not
disabled.
A
But
we
know
in
recent
years
there
continues
to
be
support
for
this
principle
from
an
equity
perspective,
but
there
have
been
some
considerations
that
students
with
the
most
severe
disabilities
could
benefit
from
a
service
delivery
system
that
allows
for
options
that
are
provided
either
in
their
school
or
in
maybe
another
context.
So
john
and
lindsey
and
I'll
start
with
john.
Can
you
offer
perspectives
on
the
principle
of
inclusion
and
the
state
of
its
implementation
in
schools?.
C
Yeah,
thank
you.
That's
a
great
question.
Really.
The
concept
in
ida
is
under
the
term
least
restrictive
environment,
and
it
really
means
what
it
says
is
again.
The
starting
point
for
every
student
with
a
disability
should
really
be
their
home
school
where
their
brothers
and
sisters
go
to
school
in
their
neighborhood
school
and
in
the
same
classrooms
as
their
non-disabled
peers.
But
the
iep
team
or
the
individualized
education
plan
team
has
the
option
to
explore
the
unique
needs
and
strengths
and
weaknesses
of
students
to
determine
all
their
goals
and
objectives
all
the
services
they
need.
C
But
what
I
think
is
working
is,
since
I
joined
the
field
in
1994,
there's
been
a
seismic
shift
and
if
you
look
at
our
national
data
now
through
osep
and
a
lot
of
the
reports
that
states
have
to
provide
what
you
see
in
the
child
count
date
is
the
vast
majority
of
students
with
disabilities
spend
80
or
more
of
their
day
in
the
regular
class
with
their
non-disabled
peers,
which
is
a
huge
win.
We're
still
not
there
completely
in
terms
of
every
kid,
but
I
think
that
has
been
a
huge
seismic
shift.
C
The
special
ed
teachers
are
lots
of
our
kids
who
attend
their
local
schools,
are
included
in
school
events,
culture,
social
life,
clubs,
dances,
sports,
et
cetera,
and
really
the
general
practice
and
understanding
of
how
to
better
support
students
with
the
most
significant
disabilities
has
begun
to
happen.
So,
students
with
more
significant
autism
or
intellectual
disabilities
for
a
long
time
were
often
served
in
in
pretty
segregated
environments,
or
not
even
in
local
public
schools,
but
in
private
day
or
private
residential
programs.
C
C
C
I
think
we've
got
to
really
change
how
we
fund
special
education
in
many
places,
because
still
on
the
books
from
the
60s,
70s
and
80s,
there's
still
some
perverse
funding
incentives
that
really
push
some
kids
into
more
segregated
options,
and
we
really
need
to
examine
that
and
state
and
local
legislatures
really
need
to
really
are
the
state.
Legislatures
and
federal
legislation
needs
to
take
a
hard
look
at
that,
and
I
think
we
have
to
continue
to
hold
schools
and
states
more
accountable
to
outcomes
for
kids
again.
C
Just
because
you
have
been
in
compliance
with
the
ida.
For
paperwork
doesn't
mean
that
kids
are
learning
and
progressing
and
we
still
have
pretty
significant
achievement
gaps
from
students
with
disabilities
compared
to
their
non-disabled
peers
and
in
almost
every
category
and
every
metric
of
outcomes.
B
Yeah,
that
was
a
great
answer.
I
completely
agree
with
everything
john
said:
I'd
highlight
just
a
couple
things.
First,
the
research
around
inclusion
and
the
benefits
that
it
has
is
rock
solid.
I
mean
there's
no
question
that
children
do
better
in
inclusive
environments,
all
children,
children
with
disabilities
and
children
without
so
I
just
think
it's
important
to
understand
that.
That
is
why
the
field
went
in
this
direction
and
it
has
to
such
a
degree.
B
I
also
would
say
that
the
other
part
of
that
that
is
so
challenging
right
now
is,
as
john
mentioned,
80
or
100
percent
of
students
with
disabilities
spend
at
least
80
of
their
day
in
a
general
education
environment
for
those
students
with
invisible
disabilities.
Reading
disabilities
learning
disabilities,
any
type
of
attention
issue
they're
spending
a
hundred
percent
of
their
day,
and
they
are
with
a
general
education
teacher
almost
all
of
that
day,
and
we,
as
john
pointed
out,
we
really
need-
and
this
is
a
place
where
state
legislatures
hold
all
the
cards.
B
They
have
all
of
the
leverage
here
because
they
govern
all
the
rules
around
credentialing
teachers.
We've
got
to
make
sure
that
our
general
education
teachers
know
how
to
serve
students
with
disabilities.
Most
schools
of
education
offer
only
one
class
in
special
education.
That's
one
semester.
It
covers
every
type
of
disability,
every
different
possible
thing.
It's
a
really
it's
a
huge
task,
so
I
would
just
wanted
to
echo
that
you
know
that
area
is
a
place
where
we
really
need
to
see
some
innovation
and,
as.
C
B
A
Let's
say
with
you:
we
we
know
that
idea
was
last
updated
in
2004,
which
was
a
considerable
amount
of
time
ago.
Can
you
describe
the
current
state
of
the
law
and
anticipate
any
changes
that
would
be
made?
Should
authorization
be
seriously
considered
by
congress
and
are
there
any
changes
that
ncld
would
recommend.
B
It
is,
and
I
don't
know
that
enfield
you
would
support
it
right
now
and
we've
got
a
lot
with
the
pandemic,
so
we're
really
focused
on
that.
But
what
I'd
say
is
the
the
current.
There
are
changes
that
are
needed
to
idea
as
we
move
ahead
and
we've
talked
about
a
couple
of
those
here
today.
I
will
point
out
just
a
few.
I
think,
first
of
all,
this
idea
that
general
educators
are
such
a
critical
part
of
this
legislation.
B
Now
we
have
to
be
really
understanding
how
idea
can
be
helping
more
educators
than
just
those
who
are
special
educators,
because
our
of
the
way
that
the
environments
are
for
our
children
and
inclusion?
The
second
john
mentioned-
and
I
just
want
to
really
focus
on
it,
which
is
the
funding
structures
of
idea,
the
way
that
it's
funding
now
a
lot
of
that
is
governed
because
each
state
has
its
own
way
of
funding.
B
B
You
will
see
everyone
focused
on
outcomes,
increasing
outcomes
for
students
with
disabilities.
What
parts
of
the
law
must
be
changed
to
ensure
that
our
children
are
achieving
at
higher
levels
that
they
actually
have
access
when
they
need
it
to
ap
classes,
to
harder
coursework
to
more
rigorous
opportunities
for
them
that
can
help
them
and
then
actually.
C
C
C
We
need
to
make
sure
that
all
regular
educators
are
trained,
specifically
in
understanding
the
specific
ideologies
and
backgrounds
and
part
of
the
law.
It's
absolutely
critical.
Some
of
the
disparities
that
lindsay
was
talking
about
in
terms
of
suspensions,
expulsions
and
over-identification
oftentimes
are
not
guided
by
special
education.
C
So
when
people
go
to
disciplined
students
in
a
public
school,
it's
often
not
a
special
educator
who's,
making
those
determinations
about
suspension
or
expulsion.
It's
a
regular
administrator
or
a
team
of
people
so
we're
we
really
need
to
train
people
on
discipline.
School-Wide
behavioral
support,
school-wide,
reform
efforts
that
includes
all
kids
and
then
to
also
make
sure
that
people
are
understanding
as
they're
identifying
kids
to
have
really
culturally
responsive
practices.
So
that
was
our
first
sort
of
principle.
C
Our
second
one
is
that
we
need
to
make
sure
that
we
have
high
quality,
trained
professionals
supporting
our
kids.
We
are
seeing
massive
teacher
shortages,
especially
the
number
one
shortage
area
across
every
state.
Every
county
every
community
is
special
education,
so
we
are
now
having
more
and
more
folks
who
are
entering
to
teach
kids
who
either
have
not
permanent
credentials
yet
because
they're
serving
in
substitute
roles
or
they're
on
conditional
licenses.
C
So
we
need
to
make
sure
that
we're
looking
at
the
pipeline
for
both
those
new
people
coming
in
and
those
people
that
are
currently
in.
How
can
we
keep
them?
How
can
we
provide
them
additional
high
quality
training,
and
then
we
need
to
make
sure
that
they
stay
in
the
profession
and
get
the
support
they
need
so
making
sure
that
idea
in
the
next
reauthorization
has
lots
of
funds
and
lots
of
supports
to
both
new
and
veteran
folks
principle.
C
Sort
of
three
is
really
around
making
sure
that
kids
have
access
to
high
quality,
assistive
technology,
so
adaptive
equipment
from
low
tech
to
high
tech
and
that
educational
technology
is
also
particularly
well
suited
for
our
kids.
That
is
one
of
the
big
issues
that
we'll
talk
about
during
this
pandemic
is
that
much
of
the
online
instruction
that
began
to
happen
was
oftentimes
inaccessible
to
our
population
of
kids,
either
through
the
technology.
C
Didn't
work
right
or
because
of
the
nature
of
a
student's
disability,
they
needed
some
very
specific
assistive
technology
to
access
that
that
they
didn't
have
in
the
home
environment
and
making
sure
that
communities
especially
hard
hit
communities
and
rural
and
urban
communities
who
have
had
major
funding
issues
have
access
to
broadband
technology
so
that
if
we
do
end
up
with
this
permanent
sort
of
new
change
in
looking
at
virtual
education,
everybody
has
access.
So
that's
equitable.
C
We
also
need
to
make
sure
sort
of
principle.
Four
is
that
the
early
in
early
identification,
intervention
and
preschool
services
need
to
be
highly
recommended
and
highly
pushed
for
our
population
of
kids.
The
research
is
clear:
if
you
get
the
kids
early,
identify
them
provide
them.
High
quality
interventions,
their
disability,
even
though
it
might
not
disappear.
The
sort
of
the
side
effects
and
the
learning
needs
could
be
greatly
improved
by
early
intervention.
So
the
more
you
spend
up
front
the
greater
you're
going
to
save
on
the
other
end
and
the
higher
quality
outcomes.
C
Is
that
because
the
changing
demographic
nature
of
our
public
schools
for
both
students
of
color
students
of
poverty,
students
with
disabilities,
students
with
more
significant
disabilities,
we
need
to
make
sure
that
everybody
has
got
high
quality,
school-wide
reform
efforts
around
making
sure
the
kids
feel
safe,
healthy
and
nurtured
and
have
their
needs
met
in
all
public
schools,
and
that's
close
that
would
be
more
closely
aligned
to
esea.
Also,
our
sort
of
sixth
principle
is
to
make
sure
that
authentic
stakeholder
engagement
happens
during
the
reauthorization.
C
We
need
to
make
sure
everybody
is
at
the
table
during
the
next
reauthorization.
The
last
reauthorization
was
hell
on
the
hell
on
earth.
Trying
to
get
that
thing
passed.
Everybody
has
very
disparate
opinions,
but
everybody's
voice.
That
needs
to
be
at
the
table
and
more
especially
for
the
first
time.
C
We
need
to
have
students
with
disabilities
at
the
table
telling
us
about
their
experiences
and
what
they
want
to
see
out
of
their
education
moving
forward
and
then
sort
of
the
the
last
sort
of
principle
is
to
make
sure
that
we
are
doing
high
quality
connections
to
all
the
agencies,
so
supporting
kids
with
disabilities.
Is
it
really
is
a
huge
effort?
There
are
so
many
professionals
involved,
and
so
many
agencies
involved
from
early
intervention
to
transition
to
social
workers,
to
speech
therapists,
to
teachers,
to
parents,
to
community
groups
to
help
feed
kids,
the
doctors,
lawyers.
C
Everybody
needs
to
really
have
a
high
quality
system
of
communication
and
to
make
sure
that
all
levels
of
coordination
are
happening
more
uniformly
and
that's
not
the
case
in
many
many
places.
So
those
were
really
even
though
they're
not
specifics.
We
sort
of
came
up
with
some
guiding
seven
guiding
principles
that
we
are
going
to
try
to
at
least
push
for
and
work
with
our
other
stakeholders.
When
reauthorization
conversations
happen
and
again
like
lindsay.
C
A
Thank
you
both
for
giving
us
a
great
overview
of
where
idea
was
at
before
the
pandemic.
Obviously,
the
world
has
changed
significantly
since
2004,
but
we
also
know
the
world
has
changed
significantly
from
march
and
that
idea
is
operating
in
various
waters.
We
really
want
to
transition
our
conversation
now
into
how
the
pandemic
affected
special
education
in
the
spring
and
then
transition
to
how
that's
how
it's
going
to
plan
to
school
reopening
here
in
in
a
matter
of
weeks,
john.
C
C
We
haven't
had
much
federal
guidance,
it's
really
thrown
ida
for
a
loop,
because
there
are
so
many
things
that
are
based
on
being
in
a
physical
building,
and
so
that
really
caused
issues.
The
big
issue
that
I
think
that
faced
all
of
our
kids
and
all
of
our
professionals
was
virtual
education
is
again
their
major
accessibility
issues
from
both
the
content
to
the
technology
itself.
C
For
our
kids,
most
of
our
special
ed
teachers
were
never
trained
on
how
to
do
virtual
instruction
or
used
or
even
and
we're
not
even
sure,
if
they
all
had
the
technology
or
even
the
hardware
and
software
to
be
able
to
do
this,
there's
very
little
best
practice:
research
on
how
to
teach
kids
with
disabilities
in
an
online
environment.
We
have
major
equity
issues
from
kids
in
certain
communities
that
did
not
have
broadband
access
or
even
have
laptops
or
computers
or
the
ability
to
access
information.
C
And
then
we
had
huge
issues
with
students
with
significant
disabilities
being
able
to
access
a
lot
of
information,
and
then
probably
the
hardest
hit
were
parents
is
that
they
had
to
learn
very
quickly
how
to
educate
their
students
while
they
were
at
home
and
what
that
meant
in
terms
of
adapting
lessons
being
able
to
get
on
a
computer
being
the
learning
coach.
How
do
I
do
communication?
How
do
I
do
behavior,
and
that
was
critical?
C
A
Thanks
for
that
memory,
john
and
lindsey
seriously
you're
just
brief
assessment
of
how
the
spring
went
but
also
curious.
If
you
could
give
us
a
perspective
on
the
federal
conversation
during
during
the
semester,
you
know
from
it
seemed
like
the
conversation.
The
dynamic
was
that
and
states
were
looking
for
the
federal
government
to
provide
guidance
because
id
is
a
federal
law.
So
what
guidance
and
support
did
the
u.s
department
of
education
offer
to
stay
prepared.
B
Yeah
so
pretty
much
every
school
district
in
the
nation
shut
down
in
the
middle
of
march
within
a
matter
of
a
week
as
john
mentioned,
and
the
only
guidance
that
existed
prior
to
that
time
was
really
around
where
natural
disasters
had
occurred.
H1N1
there
was
some
of
that
guidance,
so
we
did
see
the
department
very
quickly
in
that
middle
of
march
issue
some
guidance
to
schools
and
districts.
B
That
was
a
compilation
of
some
of
these
policies
that
had
been
out,
but,
as
john
mentioned,
I
think
schools
and
districts
were
incredibly
perplexed
about
how
to
do
this.
There
isn't
a
great
research
base
for
how
to
provide
online
or
virtual
education
to
any
student
really,
but
definitely
to
those
with
with
disabilities.
B
Unfortunately,
at
the
beginning
of
the
conversation
we
saw
some
big
districts
sort
of
throw
up
their
hands
and
say:
oh
my
gosh.
We
can't
do
it,
we
won't
be
able
to
do
it,
we'll
just
have
to
educate
other
kids,
and
now
we
can't
educate
any
kid
if
we
have
to
follow
ideas
so
that
discussion,
I
think,
started
in
a
really
kind
of
a
negative
place
as
opposed
to
like
we're
all
in
this
together.
Let's
just
get
it
done.
B
We
saw
a
strong
statement
from
the
secretary
of
education,
basically
saying
that,
and
that
was
the
next
piece
of
federal
guidance
that
came
out
that
provided
clear
direction.
That
idea
was
still
in
place,
but
didn't
provide
a
lot
of
the
detailed
answers
that
districts
need
and
wanted
to
kind
of
feel
good
about
moving
forward.
So
we've
seen
several
other
pieces
of
guidance
from
the
department
of
education
that
have
addressed
in
somewhat
general
terms,
kind
of
how
to
continue
to
enforce
the
law,
and
then
we've
seen
discussions
in
congress.
B
Congress
initially
asked
the
department
of
education
to
recommend
whether
they
were
should
be
waivers
of
idea
and
the
department
basically
included
very
limited
waivers,
which
my
organization
supported.
I
think
you'll
see
the
parent
advocacy
community
very
much
in
the
camp
of
let's.
Just
let's
give
everybody
grace,
but
let's
try
to
keep
educating
all
of
our
kids,
so
the
guidance
from
the
department
probably
is
something
that
schools
and
districts
want.
A
You
alluded
this
just
a
second
ago
around
waivers
and
I'm
going
to
direct
this
question
to
both
of
you
and
we'll
start
with
john
and
then
move
to
lindsay
as
schools
are
adjusting
their
education
programs.
Do
you
think
that
any
flexibility
is
big
or
small
within
iga
would
be
useful
for
states
or
in
school
districts?
During
this
pandemic.
C
C
What
some
of
the
states
and
localities
were
looking
for
was
some
flexibility
on
some
of
the
more
technical
applications
of
ida,
so
certain
timelines
reporting
things
that
we
had
to
do,
and
that
was
some
of
the
flexibility
that
a
lot
of
our
members
were
asking
for
there.
There
are
some
very
specific
timelines
about
how
long
you
have
to
identify
a
kid.
C
How
long
you
have
to
do
an
iep
when
you
have
to
make
changes
so
those
more
technical
aspects,
but
all
our
members
said
absolutely
we
don't
want
to
waive
ida
in
any
way,
shape
or
form
it
was.
Can
we
can
we
get
some
flexibility
on
some
of
those
more
technical
things
that
most
of
the
public
doesn't
even
see
or
know
about,
and
that
that
would
be
my
basic
response
to
that.
B
A
I
appreciate
that
so
in
this
last
segment
we
really
talked
about
problems
and
challenges,
but
we
know
schools
are
soon
to
open
back
up
in
some
capacity,
so
I'm
hoping
to
orient
our
conversation
towards
solutions
or
to
the
best
guesses.
We
have
towards
how
to
successfully
reopen
schools
so
that
students
with
disabilities
are
are
well
educated,
john,
let's
start
with
you
as
a
former
state
director
of
special
education,
how
have
states
address
providing
educational
opportunity
for
students
in
their
reopening
plans.
C
But
I
think
our
state
education
agencies,
our
education
agencies,
need
to
make
sure
they
have
clear
policies,
practices
and
procedures
on
all
the
covet
information
to
make
sure
that
they're,
using
all
the
cdc
and
public
health
recommendations
and
then
based
upon
that
they're
going
to
need
to
get
significant
amounts
more
money.
In
some
cases,
we've
seen
some
studies
where,
if
you
just
implement
the
cdc
required
actions,
each
school
division
will
need
additional
1.3,
1.4
million
dollars
just
to
implement
the
medical
recommendations
from
ppe
and
masks
and
cleaning
and
specific
ventilation
requirements
and
special
busting
requirements.
C
C
Many
communities
across
the
country
a
lot
of
our
state,
a
lot
of
our
counties,
even
here
in
virginia,
who
are
planning
to
do
some
sort
of
phase
face-to-face
reopening,
are
now
saying
they're
going
to
have
to
fall
back
on
virtual
education.
So
what
does
that
mean?
What
are
the
best
practices
they
need
to
implement?
Do
they
have
a
school-wide
system?
That's
in
place.
Do
all
the
kids
have
the
technology.
They
need
hardware.
Software
broadband
are
our
lessons
accessible.
C
Can
kids
get
access
to
the
screen,
readers
and
audio
versions
of
reading
materials?
Are
our
teachers
being
this
summer,
given
adequate
training
on
how
to
implement
instruction
in
an
online
environment?
What
are
the
roles
of
the
other
staff
like
paraprofessionals
speech,
therapists,
occupational
therapists,
school
psychologist,
and
then
how
can
we
get
social,
emotional
issues
of
kids
who
have
trauma
now?
How
can
we
give
them
some
level
of
support
either
when
they
physically
come
back
to
back
or
through
virtual
environments?
C
C
A
We
do
know
that
there
will
be
legal
avenues
for
complaints,
and
so,
as
a
former
lawyer
working
in
disability
law,
you
know
what
have
we
seen
so
far.
How
have
districts
handled
due
process
complaints
during
this
pandemic
and
have
we
seen
any
moving
complaints
against
this?
We're
just
going
to
anticipate
what
that
particular
part
of
the
law
is
going
to
look
like
over
the
fall.
B
Yeah
so
I
first
of
all,
we've
seen
very,
very,
very
few
complaints
being
filed.
You
can
file
a
state
complaint,
so
a
complaint
directly
with
a
state
or
you
have
the
ability
to
file
what
you've
called
a
due
process
complaint,
which
is
a
direct
action
against
a
school,
very
low
numbers
of
those
being
filed,
and
what
I'd
say
is
by
and
large
we
see
some
pant.
We
just
recently
saw
panicky
sort
of
publication,
which
is
what
I
would
call
it
from
some
of
our
groups.
B
Saying
oh
we're
going
to
be
a
wave
of
lawsuits
coming
at
us.
What
are
we
going
to?
Do?
I
highly
highly
doubt
that
I
think
what
you're
seeing
first
of
all,
we
haven't
seen
it
happen.
Second
of
all,
to
waive
those
rights
really
means
you're
waiving
all
of
the
rights
under
ideas.
So
we
would
not
support
a
waiver
of
the
due
process
provisions.
It
would
be
if
it's
a
wolf
in
sheep's
clothing.
In
my
opinion
about
it,
it
is
waiving
the
civil
rights.
B
B
I
don't
think
like
in
my
organization
we've
seen
so
many
parents
reach
out
and
they're
afraid
for
their
teachers,
they're
worried
about
what
things
are
going
to
look
like
they're
concerned,
obviously
for
their
children,
and
I
think
everyone
understands.
We
need
more
funding
for
schools
to
do
any
of
this.
So
the
idea
that
we've
had
to
wait
even
this
long
to
get
a
discussion
in
front
of
the
u.s
congress
about
what
types
of
funding
we
need
for
a
good,
successful
reopening
is
very
challenging.
C
I
don't
think
there's
a
wave
of
lawsuits
coming.
I
think
people
were
trying
to
sow
some
seeds
of
doubt
to
to
try
to
get
some
sort
of
blanket
waivers,
and
our
organization
would
not
support
that,
and
I
think
people
have
truly
tried
to
band
together
to
work
together
and
I
think
hopefully
this
will
bring
out
the
best
of
us
as
both
parents
and
professionals,
and
I
think
it's
gonna,
and
if
we
push
that
message
in
the
other
direction,
where
everybody
panic
and
everybody
sue
each
other
and
everybody
get
liability
insurance.
C
A
A
You
talk
about
working
together
and
that's
clearly
what
we
have
to
do
over
the
next
few
months,
but
just
this
question
for,
for
both
of
you
and
we'll
start
with
you,
john
just
given
the
tremendous
amount
of
uncertainty
around
school
reopening
to
the
extent
that
we
know
we're,
considering
the
recommendations
for
you
to
districts
or
even
the
classroom
teachers
around.
How
do
we
go
about
educating
students
with
special
needs?
This
fall.
C
Yeah
again,
let's,
let's
we,
we
nee
all
need
all
our
organizations,
especially
the
national
groups,
on
the
organization
that
lindsay
talked
about
educating
all
learners.
We
need
to
be
able
to
leverage
all
our
resources
to
be
able
to
get
that
information
out
to
teachers,
administrators
and
parents.
So
there
is
a
ton
of
information
that
we
can
provide
and
coaching
in
different
ways.
C
So
I
think
we
have
to
shift
our
focus
from
you
know,
especially
if
we're
not
going
to
have
face
to
face
that
we're
providing
as
much
virtual
guidance
and
information
and
training
and
webinars
and
as
much
as
we
can.
We
need
to
help
our
teachers
and
our
local
administrators
get
back
on
that
front
and
then
to
make
sure
that
they're
getting
the
most
up-to-date
medical
information.
We
just
did
a
webinar
the
other
night
and
there
was
about
9
000
people
on,
and
we
connected
parents
and
administrators
directly
to
some
of
the
leading
epidemiologists.
C
So
they
could
hear
right
from
the
horse's
mouth,
not
through
any
political
lens,
but
directly
from
doctors
and
professionals
who
are
managing
the
medical
arm
of
this
thing.
The
information
that's
true
and
in
research
right
now,
so
I
think
that's
the
number
one
first
step
is:
we
need
accurate
medical
information,
we
need
plans,
we
need
outcomes,
we
need
funding
and
then
we
need
to
begin
to
work
together
to
deliver
all
across
the
united
states.
A
B
Good
idea,
right
now,
absolutely
I
agree
completely
with
everything
that
john
just
said.
I
won't
focus
just
on
one
area
and
it's
something
that
john
mentioned
earlier.
Actually
we
have
these
huge
shortages
of
teachers
in
special
education.
We
also
have
shortages
of
our
specialized
instructional
support
personnel
right,
our
occupational
therapists,
all
types
of
therapists
that
work
with
children
speech
language,
one
of
the
bright
spots
that
we've
seen
is
in
delivery
of
telehealth
and
that
we're
we've
always
had
shortages
of
those
types
of
professionals,
especially
in
more
rural
areas.
B
One-On-One
and
doing
seeing
great
gains
in
students
we've
chronicled
some
of
those
on
the
educating
all
learners
site,
and
I
just
think
you
know
that
could
be
something
that
could
come
out
of
this.
Even
when
we're
all
through
the
end
of
this,
you
know
which
we
will
get
to.
It
would
be
great
if
we
could
find
something
that
we
learned
worked
really
well
and
keep
using
it
where
we
know
we
have
those
shortages,
so
I
would
really
there
are
state
laws
around
telehealth.
C
C
I
think
the
other
thing
that
I
would
recommend,
in
addition,
like
you
just
said,
is
that
each
state
legislature
should
take
a
look
at
whatever
sort
of
old
school
sort
of
restrictive
sort
of
requirements.
They
have
on
those
types
of
things
and
to
think
more
broadly,
that
maybe
face-to-face
or
clock
hours,
or
you
got
to
have
this
many
butts
and
seats.
A
A
We've
answered
a
lot
of
questions,
but
I
know
that
our
audience
has
more
and
so
I'd
like
to
move
into
this
portion
of
audience
q,
a
we've
got
a
few
minutes
for
that,
and
if
you
have
any
questions,
please
feel
free
to
put
them
in
the
audience
chat
box
and
it
looks
like
we
already
have
a
question
and
I'll
direct
this
to
either
john
or
lindsay
and
or
actually
for
both
of
you.
I
think
this
is.
This
is
relevant
an
audience
members.
B
So
maybe
I'll
I'll
jump
in
on
that
one
first,
one
of
so
one
of
the
resources.
I
would
point
you
to
would
be
there's
a
website
called
understood.org
and
there's
a
tool
on
that
website.
That
really
is
just
a
it's
a
it's
meant
for
parents
to
be
able
to
keep
track
of
their
own
observations
of
their
student
of
their
child
at
home,
and
it's
a
useful
way
to
stay
organized
around
it.
B
Now
you
the
way
it
was
built,
the
tool
was
built
so
that
parents
could
help
inform
teachers
and
others
on
their
iep
teams
about
what
they're,
seeing
at
home
and
in
a
very
organized
way.
That
would
be
one
tool
that
I
would
point
to
it's
just
an
easy
way
to
kind
of
capture
your
own
observations
in
an
organized
manner
that
can
be
readily
presented
when
it's
time.
C
Yeah-
and
I
honestly
think
also
the
the
other
answer
is
the
easiest
answer
is
take
a
look.
Go
back
to
the
iep.
Take
a
look
at
that
written
iep.
That
was
pre-coded.
What
are
the
goals
objectives?
How
were
teachers
collecting
data?
How
would
teachers
tracking,
whether
or
not
kids,
were
making
progress
on
those
individual
outcomes
and
talk
to
the
teacher
talk
to
the
administrators,
see
if
they
can
share
some
of
that
information
with
the
parents
in
terms
of
how
did
they
track
it?
C
Did
they
have
a
data
sheet
that
they
have
a
process
by
doing
that
and
begin
to
work
together
to
do
some
of
that
stuff?
The
iep
really
is
the
driver
of
the
kids,
education
and
goals
and
objectives,
and
sometimes
very
specific
strategies
are
listed
in
there.
Take
a
look
at
that
that
that
is
your
ultimate
guide
post
under
idea.
C
A
B
Yes,
well,
I
think
states,
so
we
have
seen
it's
not
all
50..
I
think
we've
got
over
40
spaces,
past
laws
directly
related
to
dyslexia
and
those
range
they
are
all
different,
but
so
they
cover
different
things
and
one
of
the
things
that
we
know
is
that
states
are
learning
a
lot
of
information,
because
those
laws
have
been
passed
now
for
almost
the
last
five
years,
so
I
would
say,
states
absolutely.
C
Yeah
and
that's
one
of
the
functions
our
organization
does
for
our
state
members
is
that
we
collect
all
the
dyslexia
laws
that
are
on
the
books
from
each
state
and
we've
got
some
places
where
we
have
shared
all
those
laws
with
each
of
the
states.
So
each
state
can
kind
of
take
a
look
at
what's
working,
what's
not
working
and
we
often
as
part
of
our
professional
development.
C
Dyslexia
has
been
at
the
top
of
the
list
in
terms
of
hot
button
issues,
and
our
people
are
very
engaged
with
many
advocacy
organizations
around
that,
and
so
our
folks
are
working
together.
In
fact,
during
the
crafting
of
many
pieces
of
those
legislation,
our
people
reached
across
states
to
talk
to
each
other
to
try
to
influence
or
help
improve
some
of
the
state
legislation
on
dyslexia.
So
organizations
like
ours
case
would
be
another
one.
A
C
C
There
is
a
wide
path
that
the
council
for
exceptional
children
has
a
list
a
lister
going
on,
and
they
include
tens
of
thousands
of
special
education
teachers
who
are
sharing
tips
and
strategies
through
listservs
and
I've
seen
some
amazing
ideas
around
social
skills
and
instruction
on
how
to
do
that
in
a
virtual
environment,
because
everybody's
been
sort
of
figuring
it
out
as
they
speak
and
people
are
sharing.
So
that
is
one
of
the
areas
I
would
say.
B
Yeah,
I
would
say
the
same
thing.
I
think
this
has
been
an
incredible
professional
development
opportunity,
maybe
not
a
wanted
one,
but
a
learn
while
you
earn-
and
I
think
that
again,
just
one
of
the
things
we
might
see
coming
out
of
this
is
you
know
some
as
john
and
I
both
talked
about
idea,
have
to
become
more
outcome.
Focused,
it's
been
very
rigid.
C
Yeah,
we've
also
heard
some
really
cool
stories
about
people
using
zoom
to
work
on
social
skills
with
their
peers
and
their
classmates,
and
also
we've
seen
applied
behavior
analysis
professionals,
new
zoom,
aba
and
social
skills,
training
with
people,
so
there's
some
really
creative,
unique
ways
that
people
are
doing
it.
But
again
I
don't
know
if
it's
best
practice
yet,
but
hopefully
we'll
get
there
very
soon.
C
I
think
every
state
to
be
in
to
be
honest,
especially
during
this
pandemic,
I
think,
what's
happened,
is
most
of
the
governors
have
convened
pretty
intensive
task
force
and
they
include
almost
every
organization
and
government
working
with
the
state
superintendent,
to
figure
out
how
we're
going
to
support
kids.
We've
seen
it
from
food
delivery
to
mental
health,
supports
the
medical
supports.
A
Well
thanks:
well,
we
are
out
of
time-
and
I
want
to
give
a
big
thank
you
to
john
and
lindsay
for
taking
time
out
of
their
busy
schedule
to
share
their
knowledge
and
experience
with
us.
Today
I
had
the
privilege
of
being
the
moderator,
which
means
I
got
to
help
shape
the
questions
and
was
very
excited
to
learn
from
both
of
you
and
and
for
myself
feel
like
I've
learned
a
tremendous
amount,
and
I
hope
that
our
audience
feels
the
same.
A
So
thank
you
very
much
for
for
joining
us
and
we
hope
that
that
you
have
a
good
day
for
our
audience.
We
hope
that
you
tune
in
tomorrow
for
our
fourth
ada
30
webinar,
it's
happening
again
at
1pm
eastern
and
it's
on
the
ada
and
transportation
accessibility
where
ncsl
is
going
to
be
joined
by
us
secretary
of
transportation,
elaine
chao
among
many
others.
So
on
behalf
of
ncsl,
I
thank
everybody
for
joining
us
today
for
this
important
topic
and
celebration
of
the
individuals
with
disabilities.
Education
act
have
a
great
afternoon.